Tag: Critical Thinking

ETL401- Week 2 Reflection activities

2.2

Define ‘Deep Web’

A google search defined the Deep Web as ‘the portion of the Internet that is hidden from conventional search engines, as by encryption; the aggregate of unindexed websites’ (dictionary.com). While the Interact2 search returned the definition ‘online content that cannot be accessed through search engines, for whatever reason- often estimated to account for as much as 90% of the internet’ (Chandler & Munday, 2016)

 

Think about the ramifications of having ready access to information at all times. For example, how does this aspect affect you and your capacity to study this subject. What are 3 benefits and 3 negatives?

 

Positives

  • ‘No right to ignore’ (Floridi, 2007). As predicted, possessing information on demand requires humanity to be more accountable for their actions. Ignorance is no excuse when a quick google search for the lastest news items, legislation changes or topics could illuminate a serious deficite in society eg. The severity of plastic pollution and its effects on the environment or the high correlation between lung cancer and smoking cigarettes.
  • Easier lines of interaction via improved technology eg mobile phones, internet and laptops, have boosted economies around the world. Widening possible sales markets via social media and online shopping opportunities has allowed businesses to expand their potential market, increase their sales and stimulate online economies which, hopefully, then feeds into local economies. It has also provided opportunities for collaboration between businesses and new markets have developed as a result.
  • Floridi (2007) predicts a merging of real life (RL) and the ‘infosphere’, which, as we know, has come to pass. In integrating technology and the web into RL new job opportunities have been created. The development of new technology and infosphere spaces have necessitated new job roles and provided multiple new areas of employment and specialisation.

Negatives

  • Depersonalisation is one factor attributed to increased burnout levels in certain professions, including education, nursing and counselling (Maslach, Jackson & Leiter, 1986; Romano, Harris-Looby, Farrel, Mccrink & Wolman, 2016). It could be claimed that integrated technology and the lessening need to speak face-to-face with other people has the potential to increase levels of depersonalisation, particularly in students and children who have never been without wifi and Facebook. Depersonalising the internet and technology has led to the development of ‘trolls’ and ‘trolling’- leaving insulting messages on the internet anonymously or ambiguously with no purpose other than to annoy or hurt someone (Cambridge Dictionary Online).
  • Research skills- as a Class Teacher and a Teacher Librarian, I have noticed the increased lack of research skills being developed in students moving through primary schools. Students have regularly suggested I ‘Google it’ to find something out but, aside from typing in an ambiguous phrase and hoping for the best, their deep research skills are limited and they struggle to find appropriate language or phrases that will be useful in finding their answers.
  • ‘Fake news’ is a phenomenon that is not new but is being more recently acknowledged by the general public. Easy access to the internet and information gives the impression that all and any information found on the internet- be it search engines or social media platforms- must be correct and accurate. Perhaps, when the internet was just developing and less people had access to publishing information online, facts were more reliable. Now, however, with the development of social media and sites like Wikipedia, which allow access to any willing contributor, information found online must be read critically (Kurland, n.d.) before accepting it as ‘knowledge’ (Bryman, 2016).

 

References

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Cambridge Dictionary Online: https://dictionary.cambridge.org

Chandler, D. & R. Munday. A Dictionary of Media and Communication (2nd Ed. ), 2016. Publisher: Oxford University Press.
Available from: https://www-oxfordreference-com.ezproxy.csu.edu.au/view/10.1093/acref/9780191800986.001.0001/acref-9780191800986-e-3138

Dicitonary.com: https://www.dictionary.com/

Floridi, L. (2007). A look into the future impact of ICT on our lives. The Information Society, 23, 59-64. CSU Library

Kurland, D. (n.d.). Reading & writing ideas: What is critical reading?. Available from www.criticalreading.com

Maslach, C., S. E. Jackson, M. P. Leiter (1986) The Maslach burnout inventory manual (Third Edition) Available at https://www.researchgate.net/profile/Christina_Maslach/publication/ 277816643_The_Maslach_Burnout_Inventory_Manual/links/5574dbd708aeb6d8c01946d7.pdf

Romano, T., J. Harris-Looby, J. Farrell, C. Mccrink & C. Wolman (2016). Special and general education teachers’ perceptions of school reform initiatives relationship to stress and burnout. Available at https://primo.csu.edu.au/discovery/fulldisplay?docid=proquest1870036802&context=PC&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

 

 

ETL401- Assessment Item 1, Part B

Task: Reflecting on your experiences as a teacher before you became interested in working in a school library, write a 500 word piece about your understandings of the role of the TL in schools. 

My favourite description of teacher librarians (TLs) is that they are ‘gatekeepers of knowledge’ (Ciccone & Hounslow, 2019). My own enjoyment of reading developed, largely from my involvement with my primary school library and my fantastic TL, Mrs Wells. My memories of the library involve regular lunch time readings in the ‘book pit’, after school clubs and being able to borrow any book from the fiction section. The library was a mysterious, fabulous oasis with hundreds of stories to explore and a strict, but funny ‘gatekeeper’ who seemed to know where everything about anything could be found.

It is impossible to deny that the role of TL is a complicated, multifaceted one and, though many definitions have been attempted, few encapsulate the role in its entirety.

Traditionally, the role of a TL includes reading, sourcing, shelving and sharing quality resources (Novonty, 2017) with students and staff. I maintain that this role continues to be an important aspect of the TL position. For some students, the school library is the only exposure they will have to quality literature and may be the only opportunity they have to access texts that suit their specific interests. The TL also provides pivotal resources to staff in both hard and digital copy with the ability to focus on selective topics, units, events in history and current media to ensure that learning in the classroom is relevant and authentic. By working collaboratively with staff (Schulte, Tiffen, Edwards, Abbott & Luca, 2018; Reed & Oslund, 2018), TL’s are able to ensure that classrooms possess a variety of engaging resources ie. book corner/bookshelf stock, unit props and related texts accessible at multiple learning levels, to support students and staff planning.

I believe that TL share the responsibility with classroom teachers to encourage a love of lifelong learning and a joy of reading in students. TL have the ability to specifically focus on supporting literacy and comprehension skills in a variety of contexts and on numerous topics tailored to suit either student interest or school planning. Addressing and developing comprehension skills will provide students with the support and tools needed to succeed in numerous areas of their education (Reed & Oslund, 2018).

With the integration of technology in schools, the TL must now be able to support students in the access and development of digital literacy skills (Ciccone & Hounslow, 2019) while continuing to provide engaging and authentic learning experiences that contribute to the development of lifelong learners (Schulte et. al., 2018) and responsible digital citizens. Personally, I have been asked to provide lessons and programs on online safety, social media, Google Classroom, Lexile Readers and problem based inquiry tasks.

Additionally, the library is often used as a place of refuge accessible to children overwhelmed and overstimulated in the playground. As TL I have been able to facilitate student social support groups for those who need a quiet environment or structured lunchtime activity. Library based activities such as book club have provided opportunities for more introverted students to engage socially and provided safe spaces for students struggling in the playground or in life in general.

The role of TL is not simple or easy, but one of many hats that is an integral part of the schooling system that should not be overlooked or taken for granted.

 

References

Ciccone, A. & L. Hounslow (2019). Re-Envisioning the Role of Academic Librarians for the Digital Learning Environment: The Case of UniSA Online. Journal of University Teaching & Learning Practice, 16(1). Implementing online learning: Stories from the field, Article 11. Available at https://ro.uow.edu.au/jutlp/vol16/iss1/11

Novonty, R. R. (2017). The Hidden Roles of the School Librarian. Retrieved from https://search.proquest.com/docview/1896118907

Reed, K. N. & Oslund, E. L. (2018) School Librarians as Co-Teachers of Literacy: Librarian Perceptions and Knowledge in the Context of the Literacy Instruction Role. Retrieved from https://files.eric.ed.gov/fulltext/EJ1202900.pdf

Schulte, J., B. Tiffen, J. Edwards, S. Abbott & E. Luca (2018). Shaping the Future of Academic Libraries: Authentic Learning for the Next Generation. College & Research Libraries, July 2018, 79(5) Available at DOI: https://doi.org/10.5860/crl.79.5.685

 

Word count: 548

EER500 Week 1, Chapter 1 & 2 Review

EER500

Week 1 Readings: Chapter 1 & 2, Social research methods. Bryman A. (2016)

Diving back into the readings for university was a lot more full on than I remember from my Undergraduate degree. My plan moving forward is to take it slow, pick and choose my targets and use this blog and my notes as a reflective workspace.

I have decided to pick 2 or 3 Review Questions from the prescribed texts to answer at the end of each chapter to confirm my understanding of concepts and to practice my APA referencing skills prior to any assessments due.

 

Chapter 1

This chapter was a juicy introduction to social research, painted in broad strokes; what is it? why is it done? how?

My main take away notes are:

  • social research is messy with many obstacles and does not operate in a vaccum; be patient!
  • being aware of previous research conducted in the area of your research project/paper is imperative. It will save you time and build upon your knowledge to give you a better chance at avoiding obstacles, mis-speaking and theorising more specifically.
  • there are a variety of different research methods- it would be wise to broaden your understandings of them to potentially discover a previously unchecked cache of information.
  • changing your research questions partway through is ok, so long as you are creating valuable, meaningful questions that helps direct your research.

1. Why is a literature review important when conducting research?

The concept of a literature review, while new to me, stood out as common sense when conducting a research project. Bryman(2016) explains that conducting a literature review prevents you from being ‘accused of not doing your homework and therefore naiively going over old ground’. Basically, taking the time to read key papers and authors* will save you time going over something already explained to death and potentially provide a new starting point from which you can engage in the subject. This will allow you to build on a concept rather than revise it. It also provides the opportunity to broaden your knowledge of the subject, determine any opposing theories or arguments and examine any clashing evidence critically. Including all of these things in a research project would provide a substanatial basis for your working theories and concepts.

*Granted, it is important to engage critically with previous publications and determine how relevant they are to your specific area of research- what methods have the author/s employed? are they discussing the exact same concept or have you only been able to find papers vaguely related? are they supporting your concepts or arguing against them? (good to know so you might argue against their case in your later writing using research to compare and contrast the two persepctives) is their case supported by evidence or purely opinion? what evidence from their work could be used to support your work (relevance)?

2. If research does not always go according to plan, why should we bother with methodological principles at all?

Bryman(2016) uses the example of research conducted on construction projects and what can waylay their successful completion. He says that, although numerous potential problems were uncovered, it was never once considered that ‘the principles of construction and construction management should eb abandoned’. He explains that, should this happen, project managers would not know where to go next. Similarly, throwing out the time tested methodological principles of research would leave researchers at a loss as to where to start. By utilising methodological practices as a skeleton plan, retaining flexibility, rather than rigidity, researchers have been able to adapt to the unpredictability of their findings as discussed in the Student Experience (Bryman, 2016, p. 11) where Hannah Creane explained that, through research and reflection, she altered her original research questions to become more precise and sophisticated. By maintaining flexibility, Hannah was able to zero-in more specifically on her area of interest and direct her questioning to better gather data while still following the general methodological practices laid out in the textbook.

In short, methodological principles give us a starting scaffold to work from.

 

Chapter 2

1. Outline, using examples of your own, the difference between grand and middle-range theory.

Middle-range theory example: I related most to these as they are specific questions or areas of investigation and usually relate to the real world. Eg In this generation, how many times will the average person change careers based on trends of previous generations? (Any guesses?!)

Grand theory* example: I find it difficult to name a specific grand theory of my own as it is a new concept to me- I knew these ‘big ideas’ had names, I’ve just never seen them before. The best I can do is say that grand theories are more generalised and certainly abstract in comparison to middle-range theories. They are based more in structured theorietical research (though that is not the rule) and seperate from the physical, social world.

*Not entirely sure why but I love the name ‘grand theory’, make sit seem a little more important and epic.

 2. What are some of the main influences on social research?

Bryman (2016) explains in Figure 2.3 (p. 39) that there are 5 main influences on social research.

1) Theory: Is it a middle-range or grand theory? Is your data supporting your concepts and theory? Consume previous research on the topic to prevent redesigning the wheel.

2) Values: the bias/mindset/core values/connections/sympathies of the researcher or the research method. Bryman (2016) says that all research methods are formed with some kind of social and/or political influence, it is inescapable. My thougths are, considering humans are emotional beings with established values and impressions, it would be difficult to establish a method without bias, however hard someone has tried.

3)Practical considerations: Deehan (2019) explains that time and money are two things that run inevitably short. Planning for practical, affordable research (both in time and cost) is important so that projects aren’t left half done.

4) Epistomology: ‘the question of what is (or what should be) regarded as acceptable knoweldge in a discipline’ Bryman (2019).
Basically, what is or isn’t proven and supported knowledge.

5) Ontology: ‘the nature of social entities’ Deehan (2019). The study of whether social entities exist independently of our understanding of them or they are created by them, constantly adapting. Do social structures happen without our input or are we creating social structures by functioning?

 

Reference List

Bryman, A. (2016). Social Research Methods (4th Edition).
Available from https://www.researchgate.net

Deehan, J. (2019 07 17). EER500 (201960) – Week 1 Lecture.
Retrieved from https://www.youtube.com/watch?v=xmyCLyRnCqQ